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Knowledge management is one of the most potent means for the improvement of Lithuanian armed forces efficiency in context of transformations. Knowledge retention is one of the knowledge management processes that is related to knowledge selection, accumulation of the organization experience, renewal of the organizational memory in order to preserve the valuable knowledge from the potential loss. In order for the Lithuanian armed forces to manage the knowledge effectively and develop – it is important to purposefully preserve the valuable knowledge. The knowledge retention management problems of the Lithuanian armed forces are classified into: human, organizational, functional, technological and technical. In order to solve the problematics of such type, the identification of the factors, that provides the premises for the complex assessment of the knowledge retention process, becomes an important factor. The purpose of the article is to identify the factors that are significant for the evaluation of the knowledge retention process effectiveness of the Lithuanian armed forces. In order to achieve the objective such methods as the analysis of the scientific literature, multiple criteria and expert assessment are employed. According to the research results most factors were attributed to the group of the organizational and knowledge content factors.

Purpose – This paper aims to investigate how libraries prevent the loss of knowledge with people leaving or resigning, and the strategies they adopt to retain this knowledge and to transfer organizational knowledge to new employees. Design/methodology/approach – Data were gathered from 101 academic librarians from 35 countries in 6 continents who provided qualitative answers to two open-ended questions in a survey questionnaire. Findings – Documentation, training and digital repositories were found to be the primary strategies used. A number of respondents admitted to retention and transfer being done poorly. Very few libraries had a formal knowledge management (KM) process. The study proposes a theoretical framework for knowledge retention and transfer in libraries. Practical implications – Libraries will be able to learn of retention and transfer strategies, and identify gaps in their KM process based on the mapping of a specific strategy to knowledge dimension or phase of the KM cycle. Originality/value – This is the first empirical study in the area of knowledge retention in libraries. The study brings together the perspectives of libraries across the world. The primary research contribution is the theoretical framework which can be used to further research on knowledge retention and transfer in the context of libraries.

In the constantly changing nowadays economy, all organizations have to be prepared to embrace all technological innovation and become good competitors in the market place all over the world. This need puts a special emphasize on the ability of a company to evolve through employee ability to grow professional. The retention of good, qualified employee is a complex process, because of the importance of the knowledge for the financial efficiency of a company. This article aims is to examine knowledge retention as an advantage of companies in this era of information, an era in which organizations view their employees as the main sources of competitive edge, acknowledging, at the same time, the challenge of reaching the knowledge and sharing it with all the stakeholders.

Purpose This paper aims to examine the effectiveness of organizational information technology (IT)-based and non-IT-based knowledge transfer mechanisms (KTMs) for the retention of different types of knowledge from mobile experts. It differentiates among four types of knowledge loss (KL), namely, conscious knowledge (i.e. individual explicit knowledge that can be codified); codified knowledge (i.e. explicit knowledge captured at the social level); automatic knowledge (i.e. implicit individual knowledge); and collective knowledge (i.e. implicit knowledge embedded in the organization). Design/methodology/approach A research framework connecting the organizational knowledge retention (KR) cycle to KL is developed and an exploratory analysis is conducted using data from two case studies in the Canadian federal public service. Findings are confirmed using a third government agency. Findings Without the right processes in place for organizational knowledge retrieval and reuse, the KR cycle is not complete, leading to KL. The lack of available social KTMs for the conversion of individual to social objectified knowledge leads to KL. KTMs shortcomings increase the risk of automatic and objectified KL. Research limitations/implications Exploratory results demonstrate that KL does not always equate to lack of KR. Implementing knowledge-specific organizational KTMs is important to encourage the retention of individual knowledge at the social level. Propositions and a framework are developed for future research. Practical implications Mobile experts hold valuable knowledge at high risk of being lost by organizations. This paper provides managers with a set of guidelines to develop a knowledge-specific strategy focused on KTMs that increase KR and mitigate KL. Originality/value This paper challenges the assumption that KL only results from poor retention and studies both retention and loss to identify additional types of unintentional loss that occur when individual knowledge is not converted to social knowledge.

Purpose Retaining critical knowledge is relevant for all organizations, knowledge-intensive ones in particular. Failure to do so can, in the worst case, lead to an organization being unable to act. Acknowledging the role of context in this regard, the purpose of this paper is to examine knowledge retention (KR) in the banking sector of a developing country. A particular focus is placed on exploring various contextual factors that influence the retention of critical knowledge taking into consideration the setting. Design/methodology/approach Following a qualitative research design, semi-structured interviews were conducted with senior managers from private and public banks in Pakistan. Thematic analysis was used to analyze the data. Findings The findings suggest that the existence of a collectivist society, gender differences, few job opportunities, power distance and the late IT Boom are vital factors to be considered regarding KR in the setting studied. The findings are summarized in a conceptual framework that highlights critical factors of KR to be studied in a broader context and which are viewed as relevant for informing future research in this underdeveloped area of knowledge management (KM). Research limitations/implications The data were collected from a small number of individuals working in different banks in only one country. Future studies should consider research designs across multiple organizations involving more people representing different roles, functions and age groups. Originality/value Existing KM research has emphasized the role of context while research on KR is underdeveloped in this regard. By exploring different contextual factors this study advances current understanding in the KM domain.

Background Medical education offers the foundational base for future healthcare professionals, with basic sciences playing a pivotal role in providing essential knowledge and skills for clinical practice. However, the long-term retention and application of this knowledge in clinical practice remain a significant challenge. This systematic review synthesised global evidence from diverse studies on the short / long-term retention and clinical application of basic sciences among medical doctors. Methods A comprehensive search was conducted across six databases, including Web of Science, Scopus, Medline, CINAHL, Emcare, and Informit. The review included studies that encompassed a variety of study designs, participant groups, and educational interventions. The Quality Assessment with Diverse Studies (QuADS) tool was utilised to assess the quality of the reviewed studies. Results A total of 10 studies were included in the review. The findings revealed that rehearsals significantly optimise the retention of basic science knowledge among medical practitioners. Retention varied by discipline, with medical practitioners retaining more knowledge in anatomy (mean scores ranging from 45.0 to 82.9%), while microbiology had the lowest retention score (39.1%). Factors influencing retention included age, gender, and curriculum type. Educational interventions such as targeted courses, integration of basic sciences with clinical skills, generative retrieval and continuous quality improvement in the curriculum were found to enhance both knowledge retention and clinical reasoning. The concept of ‘encapsulated knowledge’ demonstrates that integrated basic science knowledge helps in synthesising clinical presentations, reducing the need for detailed recall as clinical experience increases. The reviewed studies primarily involved interns and surgeons, leaving a significant gap in research for specialties like internal medicine and primary care/ general practice. Conclusion Detailed retention of basic science knowledge may diminish over time; however, the conceptual framework remains essential for ongoing learning and clinical reasoning. This review’s findings highlight the need for specialised educational interventions to improve long-term retention. Continuous professional development and targeted educational techniques are vital for maintaining clinical competence and applying basic science knowledge effectively throughout a medical career. Further research is needed to address gaps in specialty-specific knowledge application and the impact of different instructional methods.

Background Human morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment. Methods In an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 ( n  = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed. Results The Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively. Conclusion This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

PurposeKnowledge loss and retention are common phenomena not only for organizations but also for interorganizational projects, where multiple organizations are involved. This paper sets out to understand why knowledge loss occurs and how to retain knowledge, particularly in the context of interorganizational projects. For this purpose, the Orange Line Metro Rail Transit System in Lahore, the Bus Rapid Transit in Peshawar and the Green Line Metrobus in Karachi, all in Pakistan, were examined.Design/methodology/approachA multi-case study approach is employed in this paper. Empirical data were collected through semi-structured interviews and archival documents. To analyze the data, we used a three-step thematization procedure, which included data condensation, data presentation and conclusion.FindingsThe findings present the determinants of knowledge loss, including high time pressure, memory decay, lack of sharing of personal knowledge and tenuous relationships between salary and experience. For knowledge retention, the findings provide evidence of the transformation of the working environment, externalization, job shadowing, the hiring and rehiring individuals and the provision of incentives.Originality/valueBy examining knowledge loss and retention in interorganizational projects, this article contributes to the literature on knowledge-based theory.

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.